In this article, we draw from the Civic Lessons and Immigrant Youth study to present key issues and implications related to teachers' work with immigrant youth. This synthesis draws on data and analyses from over six years of work examining the experiences, skills, and roles of teachers of immigrant youth as they navigated the complex terrain of…

Currently, a knowledge gap exists at the intersection of immigration, citizenship, and education. We have little knowledge of how teachers teach about citizenship when they anticipate that some of their students are undocumented. Conceptually, we distinguish between formal and cultural citizenship and draw from immigrant political incorporation…

Political discourse on immigration policy often provides a window into a society's boundaries of inclusion and exclusion. Here, we seek to understand how those in liminal positions respond to political debates that raise issues of boundary maintenance. Drawing from Bakhtinian concepts of "authoritative" and "internally persuasive…

This article raises questions at the intersection of immigration, citizenship, and formal civics education. Drawing from positioning theory and critical discourse analysis, this article contrasts episodes in two twelfth-grade classrooms taught by the same teacher. In the general education government class, the teacher registered students to vote,…

This conceptual article addresses the need for educators to interrupt status-quo silences surrounding the role of immigration status in schools--an issue that disproportionately impacts Latina/os. In this article we: (a) articulate the need for teacher education to address the impact of undocumented status in school settings; (b) present…